| Dogan, Selcuk, Adams, Alyson |
2020 |
Augmenting the effect of professional development on effective instruction through professional communities |
| Jenkins, Andrew, Ueno, Akiko |
2017 |
Classroom disciplinary climate in secondary schools in England |
| Kaplan, David, McCarty, Alyn |
2013 |
Data fusion with international large scale assessments |
| Printy, Susan, Liu, Yan |
2021 |
Distributed leadership globally |
| Gil-Flores, Javier, Rodríguez-Santero, Javier, Torres-Gordillo, Juan-Jesús |
2017 |
Factors that explain the use of ICT in secondary-education classrooms |
| Liu, Yan, Bellibas, Mehmet Sukru, Printy, Susan |
2016 |
How school context and educator characteristics predict distributed leadership |
| Benoliel, Pascale, Berkovich, Izhak |
2020 |
Ideal teachers according to TALIS |
| Dicke, Theresa, Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Riley, Philip, Waldeyer, Julia |
2020 |
Job satisfaction of teachers and their principals in relation to climate and student achievement |
| Dicke, T., Marsh, H. W., Parker, P. D., Riley, P., Waldeyer, J. |
2020 |
Job satisfaction of teachers and their principals in relation to climate and student achievement |
| Bellibas, Mehmet Sukru, Liu, Yan |
2017 |
Multilevel analysis of the relationship between principals' perceived practices of instructional leadership and teachers' self-efficacy perceptions |
| Kapuza, A.V., Tyumeneva, Yulia |
2017 |
Reliability and structure of the TALIS social desirability scale |
| Collie, Rebecca J., Granziera, Helena, Martin, Andrew J. |
2020 |
School principals' workplace well-being |
| Matsuoka, Ryoji |
2015 |
School socioeconomic context and teacher job satisfaction in Japanese compulsory education |
| Wang, Ke, Li, Yeping, Luo, Wen, Zhang, Shuai |
2020 |
Selected factors contributing to teacher job satisfaction |
| Leunda Iztueta, Ixiar, Garmendia Navarro, Inés, Etxeberria Murgiondo, Juan |
2017 |
Statistical matching in practice |
| Lopes, Joao, Oliveira, Celia |
2020 |
Teacher and school determinants of teacher job satisfaction |
| Bilican-Demir, Safiye |
2021 |
The characteristics of teachers in effective schools |
| Gumus, Emine, Bellibas, Mehmet Sukru |
2016 |
The effects of professional development activities on principals' perceived instructional leadership practices |
| Yang, Hyunwoo |
2020 |
The effects of professional development experience on teacher self-efficacy |
| Brezicha, Kristina F., Ikoma, Sakiko, Park, Hyowon, LeTendre, Gerald K. |
2020 |
The ownership perception gap |
| Brezicha, Kristina F., Ikoma, Sakiko, Park, Hyowon, LeTendre, Gerald K. |
2020 |
The ownership perception gap: exploring teacher job satisfaction and its relationship to teachers’ and principals’ perception of decision-making opportunities |
| Kasalak, Gamze, Dağyar, Miray |
2020 |
The relationship between teacher self-efficacy and teacher job satisfaction |
| Kasalak, Gamze, Dağyar, Miray |
2020 |
The relationship between teacher self-efficacy and teacher job satisfaction |
| Pinskaya, M.A., Lenskaya, E.A., Ponomareva, A.A., Brun, I.V., Kosaretsky, S.G., Savelyeva, M.B. |
2017 |
What did we learn about our teachers and principals? |